A Matemática Nos Primeiros Anos Escolares: Elementos Ou Rudimentos?

Valente, Wagner Rodrígues

doi:10.1590/2236-3459/56670

Cited by 3 publications

(2 citation statements)

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“…In this study, the teacher who teaches geometric knowhow, i.e., the know-how that is necessary to mobilise their pedagogical actions. We will consider the know-how produced, systematised, and institutionalised that will, over time, be objectified, becoming a reference in teacher professionalisation (Valente, 2016).…”

Section: Figurementioning

confidence: 99%

What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century

Conceição

2022

Acta Sci.

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Background: The training of teachers who teach mathematics is surrounded by knowledge that changes over time. These changes are for several moments mobilized by specialists, in this context, the official documents are possible historical sources for reading and analyzing changes. Objective: To analyze the systematizations of a “Geometry for teaching” put into circulation for the training of teachers, at the end of the 19th century, in Rio de Janeiro, at this time the Republic, by professors Amélia Fernandes da Costa, Luiz Augusto dos Reis and Manoel José Pereira Frazão, appointed by the republican power for the mission of pedagogical studies in Europe. Data collection and analysis: Data were collected from the travel records of commissioners, and also from publications in educational, analysed from the perspective of Cultural History. Design: Use for the study the official reports found by the documents and Revista Pedagogica, printed for teachers, these documents, acquired or accumulated by the specialists in question, were solved and problematized following the following investigation steps: recompilation of teaching experiences; comparative analysis of teachers' knowledge; analysis of systematization and use of knowledge as knowledge (Valente, 2018; 2020). Setting and Participants: It is a historiographical study in documents. Results: An analysis of the sources revealed that the performance of the documents, as well as their active participation in political issues and primary education, the recognition of peers, a call from the State for the pedagogical trip and the consequent responsibility to produce an official report, placed them in the category of Experts, thus allowing us to qualify them and put into circulation a proposal for a new “Geometry for teaching”, characteristic of intuitive times, and against the previous proposal. Conclusions: The “Geometry for teaching” put into circulation, should be mobilized by teachers in close relationship with Design and Handicrafts and was not structured as a subject in primary school.

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Section: Figurementioning

confidence: 99%

What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century

Conceição

2022

Acta Sci.

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“…Tais considerações tomam como referência duas correntes pedagógicas antagônicas na compreensão dos saberes elementares: a que baseia esses saberes nos elementos e a que baseia nos rudimentos. SegundoValente (2016), a perspectiva dos elementos ou elementar vislumbra uma formação propedêutica, onde os saberes iniciais devem preparar para a formação secundária ou científica. Para isso, a abstração e a generalização são constituintes importantes do ensino.…”

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Elementos de profissionalidade em livros de desenho linear do século XIX

Oliveira

2019

Zetetike

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ResumoO artigo investiga elementos de profissionalidade identificados em quatro manuais escolares brasileiros de Desenho Linear para o ensino primário e normal do século XIX. Essa noção considera os conteúdos e a adequação deles aos alunos em cada sérienível de escolaridade, os métodos para aprendizagem, os materiais indicados, entre outros aspectos. Procurou-se identificar, além dos saberes a ensinar, os conteúdos objeto de trabalho dos professores e os saberes para ensinar, ou seja, aqueles que mais diretamente se alinham à profissão docente. O Desenho Linear a ensinar em todos eles referem-se ao estudo das figuras planaslinhas, polígonos e curvas -; e dos poliedros e corpos redondos, sem a preocupação com o cálculo de grandezas como perímetro, área e volume. As marcas específicas de cada uma das obras analisadas ficam mais evidentes no que diz respeito às questões metodológicas -Desenho Linear para ensinar.Palavras-chave: desenho linear, profissionalidade, desenho para ensinar, desenho a ensinar. AbstractThe article investigates elements of professionality identified in four Brazilian textbooks of Linear Drawing for elementary school and its teacher's training in the nineteenth century. This notion considers the contents and the adequacy of the same to the students in each series -level of schooling, the methods for learning, the indicated materials, among other aspects. It also sought to identify beyond the Linear Drawing as a subject, the knowledge to teach, those that are most directly aligned with the teaching profession. The Linear Drawing to teach in all of them refers to the study of plane figures -lines, polygons and curves -; and polyhedra and round bodies, without concern for the calculation of quantities such as perimeter, area and volume. The specific marks of each one of the analyzed works become more evident with respect to the methodological questions -Linear Design to teach. IntroduçãoO presente artigo tem como objetivo discutir quais profissionalidades para o ensino de desenho no primário no século XIX podem ser identificadas em livros que tratam desse saber destinados aos alunos tanto do primário quanto das escolas normais. A partir das conceituações de Bourdoncle (1991), Hofstetter e Schneuwly (2009) e André e Almeida (2010) sobre a profissionalidade temos tomado tal noção como possibilitadora de desenvolvimento profissional permitido por meio da apreensão de saberes Submetido em: xx/xx/xxxx -Aceito em: 23/05/2019 -Publicado em: 23/05/2019 1 Doutora em Educação (Currículo) pela PUC-SP. Professora

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Ensino de Ciências e Matemática no projeto Pró-Rural em Rondônia (1983-1987)

Neto

Gouveia

2021

Rev. Bras. Educ. Camp.

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The Pro-Rural project was implemented in Rondônia in 1983 to serve the rural school student. He had specific teaching materials, called booklets, in module format. In this sense, the question arises: what conceptions of teaching science and mathematics were disseminated through the didactic materials of this project? In order to try to answer these and other questions, this article aims to analyze the conceptions of science and mathematics teaching spread in Pró-Rural. For discussion and analysis, some Pro-Rural booklets that had access, notably part of Sciences and Mathematics, as well as the pilot project for this project, were used as sources. The results that the contents of the Pro-Rural Project were allowed by the ideals of the Movement of Modern Mathematics (MMM) in the field of mathematics and by a simulation of sciences aimed at caring for problems related to rural men. As final considerations, there are for the Teaching of Accounting Sciences that discuss the main problems of the region (ex. Malaria), step by step for the Teaching of Mathematics, strong conceptions of the Modern Mathematics Movement.

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A Matemática Nos Primeiros Anos Escolares: Elementos Ou Rudimentos?

Cited by 3 publications

References 2 publications

What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century

What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century

Elementos de profissionalidade em livros de desenho linear do século XIX

Ensino de Ciências e Matemática no projeto Pró-Rural em Rondônia (1983-1987)

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